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Levin, Henry M., and Emma Garcia. 2013. Benefit-Cost Analysis of Accelerated Study in AssociatePrograms (ASAP) of the City University of New York (CUNY). New York: Center for Benefit-Cost Studies in Education, Teachers College, Columbia University.Linderman, Donna, and Zineta Kolenovic. 2009. Early Outcomes Report for City University of NewYork (CUNY) Accelerated Study in Associate Programs (ASAP). New York: The CityUniversity of New York.Linderman, Donna, and Zineta Kolenovic. 2012. Results Thus Far and the Road Ahead: A FollowupReport on CUNY Accelerated Study in Associate Programs (ASAP). New York: The CityUniversity of New York.Linderman, Donna, Elayna Konstan, and Lan To. 2011. Graduate NYC! Catalogue of CUNYAdvisement Models/Practices. New York: The City University of New York.Long, Bridget Terry, and Angela Boatman. 2013. “The Role of Remedial and DevelopmentalCourses in Access and Persistence,” in Laura W. Perna and Anthony P. Jones (eds.), The Stateof College Access and Completion: Improving College Success for Students fromUnderrepresented Groups. New York: Routledge.Palmer, Robert T., Ryan J. Davis, James L. Moore, and Adriel A. Hilton. 2010. “A Nation at Risk:Increasing College Participation and Persistence Among African American Males to StimulateU.S. Global Competitiveness.” Journal of African American Males in Education 1, 2: 105-124.Patel, Reshma, Lashawn Richburg-Hayes, Elijah de la Campa, and Timothy Rudd. 2013. UsingFinancial Aid to Promote Student Progress: Interim Findings from the Performance-BasedScholarship Demonstration. New York: MDRC.Patel, Reshma, and Timothy Rudd. 2012. Can Scholarships Alone Help Students Succeed? Lessonsfrom Two New York City Community Colleges. New York: MDRC.Perin, Dolores. 2004. “Remediation Beyond Developmental Education: The Use of LearningAssistance Centers to Increase Academic Preparedness in Community Colleges.” CommunityCollege Journal 28, 7: 559-582.Person, Ann E., James E. Rosenbaum, and Regina Deil-Amen. 2006. “Student Planning andInformation Problems in Different College Structures.” Teachers College Record 108, 3: 374-396.Rheinheimer, David C., Beverlyn Grace-Odeleye, Germain E. Francois, and Cynthia Kusorgbor.2010. “Tutoring: A Support Strategy for At-risk Students.” Learning Assistance Review 15, 1:23-34.Robbins, Rich. 2013. “Implications of Advising Load.” in Aaron Carlstrom (eds.), 2011 NationalSurvey of Academic Advising (Monograph No. 25). Manhattan, KS: National AcademicAdvising Association.Rutschow, Elizabeth Zachry, Dan Cullinan, and Rashida Welbeck. 2012. Keeping Students onCourse: An Impact Study of a Student Success Course at Guilford Technical CommunityCollege. New York: MDRC.126
Rutschow, Elizabeth Zachry, and Emily Schneider. 2011. Unlocking the Gate: What We KnowAbout Improving Developmental Education. New York: MDRC.Scrivener, Susan, and Michael J. Weiss. 2009. More Guidance, Better Results? Three-Year Effectsof an Enhanced Student Services Program at Two Community Colleges. New York: MDRC.Scrivener, Susan, and Michael J. Weiss. 2013. More Graduates: Two-Year Results from anEvaluation of Accelerated Study in Associate Programs (ASAP) for Developmental EducationStudents. New York: MDRC.Scrivener, Susan, Michael J. Weiss, and Colleen Sommo. 2012. What Can a Multifaceted ProgramDo for Community College Students? Early Results from an Evaluation of Accelerated Study inAssociate Programs (ASAP) for Developmental Education Students. New York: MDRC.Snyder, Thomas D., and Sally A. Dillow. 2013. Digest of Education Statistics 2012. Washington,DC: U.S. Department of Education, Institute of Education Sciences, National Center forEducation.Sommo, Colleen, Melissa Boynton, Herbert Collado, John Diamond, Alissa Gardenhire, AlyssaRatledge, Timothy Rudd, Michael J. Weiss. 2014. Mapping Success: Performance-BasedScholarships, Student Services, and Developmental Math at Hillsborough Community College.New York: MDRC.Sommo, Colleen, Alexander K. Mayer, Timothy Rudd, and Dan Cullinan. 2012. CommencementDay: Six-Year Effects of a Freshman Learning Community Program at KingsboroughCommunity College. New York: MDRC.Taylor, Kathe, William S. Moore, Jean MacGregor, and Jerri Lindblad. 2003. Learning CommunityResearch and Assessment: What We Know Now. Olympia, WA: Washington Center.The Advisory Committee on Student Financial Assistance. 2001. Access Denied: RestoringtheNation’s Commitment to Equal Educational Opportunity. Washington, D.C.: U.S.Department of Education.The Institute for College Access and Success. 2009. “Quick Facts About Financial Aid andCommunity Colleges 2007-08.” Website: http://www.ticas.org/files/pub/cc_fact_sheet.pdf.U.S. Department of Education, National Center for Education Statistics (NCES), “NCESQuickStats.” Website: http://nces.edu.gov/datalab/quickstats.Weiss, Michael J., Mary G. Visher, Evan Weissman, and Heather Wathington. Forthcoming. “TheImpact of Learning Communities for Students in Developmental Education: A Synthesis ofFindings from Randomized Trials at Six Community Colleges.” Educational Evaluation andPolicy Analysis.Weiss, Michael J., Alexander Mayer, Dan Cullinan, Alyssa Ratledge, Colleen Sommo, and JohnDiamond. 2014. A Random Assignment Evaluation of Learning Communities at KingsboroughCommunity College: Seven Years Later. New York: MDRC.What Works Clearinghouse Reporting Guide for Study Authors. 2012. Washington, DC: Instituteof Education Sciences, U.S. Department of Education. Website:http://ies.ed.gov/ncee/wwc/pdf/reference_resources/wwc_gsa_v1.pdf.127
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DOUBLINGGRADUATIONRATESThree-Year E
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The ASAP evaluation is supported by
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ContentsOverviewList of ExhibitsPre
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List of ExhibitsTableES.1 Key Diffe
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PrefaceCommunity colleges provide r
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ing students. Several ASAP staff wo
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• Financial supports: Students re
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Evaluation of Accelerated Study in
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ed. ASAP provides enhanced student
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public transportation. By the end o
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Chapter 1IntroductionPostsecondary
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lation and graduation rates of any
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The same may be said about the ASAP
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Finally, MDRC examined the costs of
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Random Assignment Process and the S
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CharacteristicEvaluation of Acceler
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tal courses, the characteristics of
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the program. Transcript data prior
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included the ASAP Assistant Directo
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Advisers discussed both full-time e
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participating in the program: conta
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Table 3.3 (continued)SOURCE: MDRC c
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survey respondents, 49 percent comp
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Other Student ServicesASAP offered
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equired to work with academic depar
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Service contrast: In general, non-A
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The average tuition waiver among pr
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Box 3.4Javier and the Value of the
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Looking to the Next ChapterOverall,
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52Enrollment rate (%)10090807060504
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ASAP consistently increased student
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(See Table 4.3 for more details.) A
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cohort (spring or fall). 16 A forma
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ASAP has had a dramatic effect on t
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$16,284 of additional investment in
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Page 102 and 103: • Career and employment services
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Page 110 and 111: program group is $13,423 (11.4 perc
Page 112 and 113: credits than control group students
Page 114 and 115: Students in CUNY’s focus groups a
Page 116 and 117: tion’s Finish Faster initiative,
Page 118 and 119: least 6 percent were married. 11 AS
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Page 129 and 130: This appendix addresses two aspects
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Page 135 and 136: 2. Creation of Survey ScalesThis se
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Page 151: ReferencesAdelman, Clifford. 2005.
Page 155: About MDRCMDRC is a nonprofit, nonp
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